Understanding the syllabus

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MATHEMATICS

• Understanding the syllabus

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The Years 1 to 10 Mathematics Syllabus

• is based on current research into mathematics
  education
• reflects current national and international best
  practice
• replaces and builds on the 1987 Years 1 to 10
  Mathematics syllabus.

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The syllabus has links to

• Early Years Curriculum Guidelines
• Year 2 Diagnostic Net
• Queensland Years 3, 5 and 7 testing programs
• national numeracy benchmarks Years 3, 5 and 7
• senior secondary syllabuses.

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Structure

• The syllabus is organised into sections
• rationale
• outcomes
• assessment
• reporting.

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Rationale

• emphasises the importance of providing
  opportunities for students to think, reason and
  work mathematically
• highlights how mathematics helps individuals make
  meaning of their world
• describes how the language of mathematics enables
  communication.

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Thinking, reasoning and working mathematically

• is the underlying premise on which the Years 1 to
  10 Mathematics Syllabus has been developed
• is promoted through engagement in mathematical
  investigations.

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Positive dispositions towards mathematics
learning are integral to thinking, reasoning and
working mathematically.
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Students think, reason and work mathematically
when they

• see the mathematics in situations encountered.

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Students think, reason and work mathematically
when they

• plan, investigate, conjecture, justify, think
  critically, generalise, communicate and reflect
  on mathematical understandings and procedures.

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Students think, reason and work mathematically
when they

• select and use relevant mathematical knowledge,
  procedures, strategies and technologies to
  analyse and interpret information.

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Mathematical knowledge includes

• knowing about mathematics
• knowing how to do mathematics
• and knowing when and where to use mathematics.

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An outcomes approach

• The Years 1 to 10 Mathematics Syllabus is based
  on an outcomes approach.

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Principles underpinning an outcomes approach

• a clear focus on learning outcomes
• high expectations for all students
• a focus on development
• planning curriculum with learners and outcomes in
  mind
• expanded opportunities to learn.

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Outcomes

• There is a hierarchy of outcomes in the syllabus
• overall learning outcomes
• key learning area outcomes
• core, discretionary and Foundation Level
  learning outcomes.

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Overall learning outcomes

• are common to all key learning areas
• assist students to become lifelong learners,
  achieve their potential and play active roles in
  their family and work lives
• are the outcomes expected both during, and as a
  result of, learning experiences throughout the 10
  years of the common curriculum.

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A lifelong learner is

• a knowledgeable person with deep understanding
• a complex thinker
• a responsive creator
• an active investigator
• an effective communicator
• a participant in an interdependent world
• a reflective and self-directed learner.

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Key learning area outcomes

• are the intended results of extended engagement
  with the Years 1 to 10 Mathematics key learning
  area
• are the big picture outcomes for Mathematics
  across Years 1 to 10.

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Level statements

• are included for each level of each strand of the
  syllabus
• summarise learning outcomes at each level and
  provide the conceptual framework for developing
  the learning outcomes.

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Core learning outcomes

• describe learnings considered essential for all
  students
• describe what students should know and be able to
  do with what they know
• are sequenced across Levels 1 to 6
• are presented in levels of increasing complexity
  and sophistication
• provide the focus for planning for learning and
  teaching.

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• The sequencing of the learning outcomes based on
  each topic is such that each level is nested
  within the following level.

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Foundation Level learning outcomes

• are examples of outcomes for students with
  disabilities.
• Foundation Level outcomes could also be
  developed by teachers to meet the needs and
  interests of individual students or groups of
  students.

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Discretionary learning outcomes

• describe learnings beyond what are considered
  essential
• are included in the Years 1 to 10 Mathematics
  Syllabus at Beyond Level 6
• are linked with learnings identified in senior
  syllabus documents.

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Mathematics key learning area

• Five strands are used to organise the Mathematics
  key learning area
• Number (N)
• Patterns and Algebra (PA)
• Measurement (M)
• Chance and Data (CD)
• Space (S)

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Topics

• identify the key aspects of mathematics within
  each strand
• are interconnected within the strands
• are coded to aid identification.
• For example, CD 3.2 identifies Chance and Data
  strand, core learning outcome Level 3, topic 2
  Data.

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Number strand

• Topics
• Number concepts N_.1
• Addition and subtraction N_.2
• Multiplication and division N_.3

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Key emphases of Number strand are

• the language and conventions associated with
  number
• different representations of numbers
• links between the four operations based on the
  knowledge of each operation
• mental strategies for calculations of exact and
  approximate answers
• money conventions, financial literacy and factors
  influencing decisions.

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Patterns and Algebra strand

• Topics
• Patterns and functions PA_.1
• Equivalence and equations PA_.2

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Key emphases of Patterns and Algebra strand are

• the language and conventions associated with
  patterns and algebra
• backtracking, equivalence and balance
• interpretation of relationships through different
  representations of functions
• strategies and methods for solving equations
• links between, and use of, the four operations
  when solving equations.

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Measurement strand

• Topics
• Length, mass, area and volume M_.1
• Time M_.2

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Key emphases of Measurement strand are

• the language and conventions of measurement
• strategies for comparing different measurements
• skills for measuring
• relationships between units of measure and
  between the dimensions for formulae
• conversion of measurements into manageable forms
  when calculating
• time-management skills.

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Chance and Data strand

• Topics
• Chance CD_.1
• Data CD_.2

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Key emphases of Chance and Data strand are

• the language and conventions of chance and data
• data collection methods and displays appropriate
  for a range of purposes
• selection of strategies for situations involving
  probability and statistics
• application of strategies to calculate
  probability and analyse data
• interpretations of probabilities and statistics
  to inform judgments and decisions.

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Space strand

• Topics
• Shape and line S_.1
• Location, direction and movement S_.2

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Key emphases of Space strand are

• the language of, and conventions associated with,
  space
• geometric properties
• connections within and between families of shapes
• methods to represent orientation and movement,
  and to construct shapes
• visualisation strategies for dynamic spatial
  reasoning.

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Core content

• is strand and level specific
• is organised using subsets of the topics
• is used with the core learning outcomes to plan
  for learning and teaching
• should be in a range of contexts.

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Assessment

• Use assessment information to
• provide ongoing feedback about learning to
  students
• inform decision making related to student
  learning.

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For assessment to be effective it should

• focus on students demonstration of learning
• be comprehensive
• be valid and reliable
• take account of individual learners
• provide opportunities for students to take
  responsibility for their own learning and for
  monitoring their own progress
• reflect equity principles.

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Assessment involves

• providing students with opportunities to
  demonstrate what they know and can do with what
  they know
• gathering and recording evidence of students
  learning
• using evidence to make overall judgments about
  students learning.

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Reporting

• is the process of communicating information and
  judgments about students learning
• should provide students and parents/carers with
  timely and accurate information that they can
  understand, interpret and use to support student
  learning.

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Information and judgments about student learning
are communicated to

• students
• parents/carers
• other professionals.

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Support materials

• are intended to help teachers develop
  understandings about the Mathematics key learning
  area and the syllabus.

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Materials to support the syllabus

• Understanding the syllabus
• core learning outcomes table
• elaborations
• Planning
• sample investigations
• ideas for investigations
• planning advice
• P12 links
• connections with
• - senior syllabus documents
• - Early Years Curriculum
• - Years 3, 5 and 7 testing program
• Additional information
• annotated bibliography

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Contact us

• Queensland Studies Authority
• PO Box 307
• Spring Hill
• Queensland 4004
• Australia
• Phone [phone]
• Fax [phone]
• Visit the QSA website at www.qsa.qld.edu.au